Title

Page

Telecollaborative eNotebook
_________________________________________________________________________________________________
Prepared by: Jennifer Henao-Azusa Pacific University
Prepared for: EDTC 526
Date: March 2015

Name of Project: Getting to Know Others/ Te Cuento un Cuento

Tellecollaborative Tools Utilized: iEARN and epals
Implementation Period: 2014-2015 Academic School Year

Original Project was revised due to submission being incorrect. Epals was not a
Project but a tool for collaboration. Modifications were made and new project
selected. New Project Te Cuento un Cuento still allows students to connect culturally
through writing using Spanish and it can be found in iEARN.

Table of Contents

TITLE PAGE..1
TABLE OF CONTENTS2
IMPLEMENTATION PLAN3
WEB CAPTURED URL.4
SYNOPSIS OF THE LEARNING EXPERIENCE7
SELF EVALUATION RUBRIC8
ORIGINAL ENOTEBOOK.9

Implementation Plan- 2014-2015 Academic School Year

Te Cuento Un
Cuento

Standards: California Content Standards: Cultures C.3.0, C.3.1, C3.2,

C3.3;Structures D.3.0, D.3.1, D3.2, Settings E.3.0,
-Students describe, narrate, explain, state an opinion.
-Students demonstrate understanding of the main idea and key details in authentic
texts.
-Students produce and present a written, oral or signed (ASL) product in a
culturally authentic way.

Teacher Step by
Step
Instructions

1. Explain the different parts of the short story. Explain that a

short story includes, beginning, middle and end. This includes
characters, setting, plot, climax, rising action, falling action, and
denouement.
2. Review terms mentioned using video: discovery education;
http://www.discoveryeducation.com/
3. Read Spanish short story La Tortuga Gigante, by Horacio
Quiroga. Note: use a short story adequate for grade and age.
4. Student will create a graphic organizer (plot diagram) and will
fill in as they read short story. This should include three parts of
a story, characters, settings etc.
5. Think-Pair-Share activity- students will compare and discuss
each others findings.
6. Paragraph building review video:
https://www.youtube.com/watch?v=2_pZWdF7ujA
7. Classroom discussion about what a good short story should
always include.
8. Students will apply learning by creating a short story using
prompt about their culture and or a story about them or their
family.
Web links:
1. https://collaborate.iearn.org/space-2/group-384
2. http://www.discoveryeducation.com/
3. https://www.youtube.com/watch?v=2_pZWdF7ujA
4. http://www.cde.ca.gov/be/st/ss/documents/worldlangu
age2009.pdf (content standards)
Materials/Resou
1. Laptops
rces
2. Elmo Projector
3. Computer speakers or headphones
Application of
iEARN

1. Te Cuento un Cuento:
https://collaborate.iearn.org/space-2/group-384
2. Getting to know Others:
http://us.iearn.org/projects/curriculum-integration-
toolkit/integration-plans/category/Teaching of
Foreign Languages

Web Capture URL: https://collaborate.iearn.org/space-2/group-384

Web Capture URL:http://manoamanoglp.weebly.com:

Web Capture URL: https:www.edmodo.com

Synopsis of Learning Experience:

The most impacting piece of this assignment was to learn about the options and
very neat projects offered through iEARN. Before taking these courses I limited my
students to collaborate within our district. I did not think that this global
collaboration was possible, and that it was so easy to connect.

Unfortunately, I was only able to begin the process of these assignments within my
own classroom. I was re assigned to an administrative position and was unable to
complete projects investigated. In short, project was not applied due to non-
participation of students and teachers.

The steps that were implemented were the lessons of how to write a short story and
a how to write a letter in Spanish. Then, students were taught and logged into
Edmodo. Edmodo was the planned mode of communication that was going to be
used for my Global Learning Project-Mano a Mano and also the Getting to know each
other Project. Lastly, the projects mentioned have been available to view or use as a
resource only. No collaborative work available to view at the moment.

APU Online MA in Ed Tech Program

Student: Jennifer Henao

Dr. KB - EDTC518/526

Rubric: Telecollaborative enotebook

Final rubric assessment for telecollaborative enotebook
Enter rubric title
1- Novice
2- Developing
1 pts
2 pts
Original
telecollaborative
notebook

1- Novice
No evidence of
original selected
projects. New
projects selected
with limited
implementation

3-Proficient
3 pts

2- Developing

3-Proficient

4-Exemplary

Not all original

telecollaborative
projects included
and/or implemented.
Explanation not
given for changes of
projects but
replacement projects
included. Little
development from
original to final

All Original
telecollaborative
projects include and
implemented. If not,
explanation of
learning and
strategies for
changing to another
project.
Implementation plan
and learning
outcomes evident.

All Original
telecollaborative
projects included
and implemented. If
not, explanation of
learning and
strategies for
changing to another
project with new
excellent
implementation plan.
Excellent learning
outcomes evident
from proposed to
implemented.

1- Novice

2- Developing

3-Proficient

Synopsis of learning
experience does not
reflect cross-cultural
skills learned or ERI
dispositions

Synopsis of learning
experience reflects a
beginning
understanding of
cross-cultural skills
learned and a
connection to ERI
dispositions

Synopsis of learning
experience reflects
several crosscultural skills
learned and ERI
dispositions.
Evidence of a
successful
implementation plan
and global learning
awareness raised in
classroom.

GLP learning

1- Novice

Student work

No evidence of
student work

4-Exemplary
4 pts

2- Developing
Student work show
beginning evidence
of cross-cultural
experiences

3-Proficient
Student work
showed some
evidence of global
learning with a few
experiences with
other classrooms
with different
cultures. Some
collaboration
evident.

4-Exemplary
Synopsis of the
learning experience
reflects numerous
cross-cultural skills
learned and
emergent ERI
dispositions.
Evidence that
projects made a
strong impact on
Global learning
outcomes

4-Exemplary
Student work
showed strong
evidence of global
learning with crosscultural classrooms outside of own
classroom.
Collaboration
evident.

Comments:

Built at www.iRubric.com

Rubric Code:

XX9882

iEARN with a touch of Edmodo

Jennifer Henao
Telecollaborative eNotebook
EDTC

Azusa Pacific University

April 4, 2014
Lesson Break down Attached
Time Allotment:
iEARN 6 Months (beginning of school year-August 2014-Feb 2015)
Edmodo 1 month (beginning of school year- August 2014-September
2014)

Daily Lessons
SPANISH Level 1,2,3 Native Speakers
(EDMODO/iEARN-USA)_ _
Standard: 5.2, 1.4
Learning Targets/Objectives: Learning about students culture and language in
Spanish speaking countries/or in other Spanish learning classrooms.
Objective: Students blog using edmodo with global classrooms from Spain and
Puerto Rico. iEARN Getting to know each other will be the foundation
Objective: Students will identify cultural differences and comparisons
Objective: students analyze written responses of classroom partners via edmodo
Objective: Students will learn internet etiquette and discuss consequences/ and
review classroom norms.

Monday

-Create student edmodo accounts, do tutorial and explain the

global learning project: step one: blogging and getting to know
each other .
-Review and discuss classroom internet etiquette and expectations

Tuesday

-What are the benefits of global learning; prompted questions and

responses.
-Compare and contrast classrooms within our same school, then
have them think pair share with a partner on what they believe
differences might be.

Wednesday

Geographical and cultural lesson on Puerto Rico and Spain. Where

is it in the world, what are some basic facts we can discuss, music,
food, traditional events and accents (-th (spain), LL of Puerto rico)

Thursday
Day one class connections on edmodo, Dr. Rafael will connect via
skype to address the class, we will begin blog session via prompted
questions. As a class we will observe responses and write responses
in spanish. Students may have the option to intergrate their own
question and response session.
Friday

Reflection- students will complete a venn diagram with

camparisons and differences of the language, (including syntax,
expression etc) and also culturally relevant questions.
-Think pair share their venn diagram ideas
-Think aloud as a class/teacher review

-students will complete a 10-15 sentence written reflection in

Spanish discussing what their observations where., students are to
justify responses.
USE CHART BELOW TO STRATEGIZE
POD/
Starter
M
T
W
R
F

Learning
Activities/
Differentiation

Practice/
Differentiation

Assessment/
Checking for
Understanding

Closure

HW

Get to Know Others | iEARN USA

iEARN INTERNATIONAL >

PROJECT COLLABORATION CENTRE >

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PROJECTS

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Integration Plans

Get to Know Others

Projects

Grade Level: K-5, 6-8

Content Area: Teaching of Foreign Languages, English as a Foreign Language
Created By: Celise Ramos and Edda Tubens, San Juan, Puerto Rico (iEARN-Orillas), iEARN
Master Teachers

Projects Home
Curriculum Integration Toolkit
Integration Plans
Submit an Integration Plan
Success Stories
Submit a Success Story
Education Standards
Getting Started in iEARN
Videos and Multimedia

Content Areas
All
Creative Arts
Language Arts
Math
Science
Get to Know Others Project Description

Teacher goals:
Provide students with ongoing vast opportunities to communicate and
learn about their culture and identity, and to be able to make
comparisons of the differences and similarities about other cultures
around the globe.
Expose students to globalization by integrating technology as a vehicle
that will enable them to have an appreciation and understanding about
their own culture and other ways of life around the globe.

Student goals:
To be able to communicate effectively in the English language with
children from different parts of the world.
Children will explore their own identity, language, culture and traditions
with children around the world.
Use research skills by integrating technology as a mind tool to explore
and understand their own identity and other ways of life, by sharing with

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Social Studies
Teaching of Foreign Languages
English as a Foreign Language

Grade Levels
All
K-2
K-5
6-8
9-12

Get to Know Others | iEARN USA

others thru videos, blogs, images, Skype and e-mails.

Curriculum Standards:

Content Standards and Grade Level Expectations of the English

Program 2007

Listening/Speaking:
The student uses the English language to interpret oral input, construct meaning,
interact with confidence both verbally and nonverbally, and express ideas
effectively in a variety of personal, social, and academic contexts.
L/S.4.3 Listens and responds to complex instructions, complete statements, and
answers and formulates the 5 W-Questions as well as how questions (who,
what, when, where, why, and how) in formal and informal discussions.
L/S.5.3 Listens, responds to, and analyzes complex instructions; expresses him
or herself using complete sentences; answers and formulates both closed and
open-ended questions in both formal and informal scenarios.

Writing:
The student effectively communicates to a variety of audiences in all forms of
writing through the use of the writing process, proper grammar, and age
appropriate expressive vocabulary.
W.4.5 Follows the writing process; applies prewriting strategies to generate ideas;
uses the dictionary as an aid in the writing process; identifies spelling errors in
writing.
W.5.5 Follows the writing process; applies prewriting strategies to generate ideas;
uses the dictionary as an aid in the writing process; identifies spelling,
capitalization, and ending punctuation errors.

Technology Standards:
http://www.iste.org/standards/nets-for-students.aspx
2 Communication and collaboration: Students use digital media and
environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of the others.
5 Digital Citizenship: students understand human, cultural, and societal issues
related to technology and practice legal and ethical behavior.

Common Core State Standards

Writing 2 - Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selections, organization,
and analysis of content.
Writing 4 - Produce Clearn and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Writing 5 Develop and strengthen writing as needed by planning, revising, editing,
and rewriting, or trying a new approach.
Writing 7 - Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
Writing 6 -Use technology, including the Internet, to produce and publish writing and
to interact and collaborate with others.
Speaking and Listening 1- Prepare or and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and
expressing their own clearly and persuasively
Speaking and Listening 4 - Present information, findings and supporting evidence
such that listeners can follow the line of reasoning and the organization,

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Get to Know Others | iEARN USA

development, and style are appropriate to task, purpose, and audience.

Language 1 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.

Language 2 - Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Timetable and Specific Lessons

Timetable:

We will be participating in our chosen project for 4 weeks. We will be meeting two periods per
week on Fridays. Students will be accessing and responding to emails, making videoconferences, blogging with iEARN project participants. Two additional periods per week will
be added during which students will be provided with ongoing training on the use of video
conferencing, digital pictures, scanning, video clips, and any other related material to our
project. During the four weeks of the project we will also select a date for a field trip to a
historical landmark called El Morro in San Juan, Puerto Rico which will be shared online
with our collaborating class through video clips, photos and writing pieces.

Specific Lesson:
Lesson 1: Introduction to the Get to Know Others iEARN Project

We will introduce the iEARN Project Get to Know Others by accessing the videos clips
provided on the website. A short Power Point presentation of the purpose and goals of our
project will be presented to the participants. Students will define iEARN and explain their
participation and views on global collaboration. In this project Get to Know Others, students
study their own culture, traditions, and ways of life; and make comparisons of their culture
and other cultures to find similarities and differences. This project will awaken in our students
their desire and motivation to communicate orally and in written form with other children
around the globe.

Lesson 2: Getting to know Others

A large percentage of our school population comes from surrounding islands such as
Dominican Republic, Haiti, Cuba, and Virgin Islands. Also, other children come from
countries such as Peru, Morocco, Venezuela, and Mexico. The purpose of our second lesson
will be for students to discover and learn about their background, family, culture, traditions,
language dialects, and values. This information was assigned to the students to bring to
class in the previous lesson. They will be creating a collage with pictures about their heritage,
and will be sharing their interviews to their parents or any other family member. Their
collages will be exhibited in the classroom and shared with other participants of the project.
In addition the students will also bring typical food of their countries and music. This activity
will help develop the students oral communication skills in the second language English and
proper interpersonal relationship with peers.

For us teachers, its extremely important for our students to understand, value, and
communicate their heritage and cultural background with others. By doing this, they will
develop a better appreciation and understanding for their culture and other cultures around
the world.

Lesson 3: Preparing our visit to a Historical Landmark "El Morro

(Three meetings for 50 minutes)

Activities

In this lesson students will discover, understand and show appreciation for their identity,
cultural heritage, and historical landmarks. They will be sharing their culture and ways of life
with others using technology as a mind tool. Students will learn about the importance and
benefits of the use and integration of technology. They will be instructed on how to use digital
cameras, how to make short video clips, and how to upload them into the computer. They will
be sharing these videos with others thru e-mail and blogging. Also, they will take tutorials on
how to use software programs such as SKYPE and Messenger. Our students will experience
a personal firsthand online communication by collaborating with children from other
countries, and discover the similarities and differences of their culture and other ways of life.

Students will take a fieldtrip to visit an historical landmark in Old San Juan, PR. They will

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Get to Know Others | iEARN USA

make video clips, take digital pictures, make interviews, and write about their experiences in
their journals. Students will share globally these digital resources (videos, photographs, audio
interviews) with others online. They will acquire and learn important technological skills by
learning how to follow the process of editing, changing and improving their final digital
product before shared with others online. Another oral and writing skill introduced in this
lesson will be the art of making interviews. They will learn about different types of sentences
and how to construct proper questions.

Lesson 4: Online Global Collaboration

Students will collaborate with other countries by sharing their interviews, by posting
informative audio video clips, and by meeting online with other students to share their
experiences in a real lively setting. They will communicate thru SKYPE and Messenger to
exchange ideas, beliefs and ways of life with others in a more personal way. They will
develop a sense for collaboration and learn from each others culture.

One important skill in this lesson is to teach students how to search on the World Wide Web.
This lesson will provide students information regarding net etiquette, and the importance of
following the guidelines and regulations for proper use of the World Wide Web.

Assessment:

As an initial assessment students will complete a questionnaire (open and closed questions)
on their knowledge on the use of technology and digital resources (videos, digital cameras,
internet, and software).

Promote class discussions among teacher and students about their work. (Class discussions,
students completion of checklists and rubrics to evaluate if students met the criterias for the
proper elaboration of Video clips, Digital pictures and Interviews).

Students complete journal entries about their experiences and knowledge acquired during
mini lessons on the use of digital tools, and how they applied this knowledge to their
collaborative project. Students complete a self-revise checklist.

Class presentations, observations, conversations with teachers and group members, and
teacher responses to journal entries, all give students valuable feedback to help them plan
their next step.
Listening/Speaking
1. Students create audio video clips to inform others about the historical landmark El Morro.
2. Students will communicate effectively in their second language.
3. Students make interviews to knowledgeable people to elicit information about their culture,
identity and historical heritage.
4. Online collaboration thru SKYPE
Writing
1. Journal entries
2. Online collaboration thru Messenger, e-mails, and blogs
3. Performing interviews
4. Write reflections about their participation and experiences in the iEARN project
Technology
1. Research reliable information from the World Wide Web.
2. Recognize the guidelines and regulations for the proper use of the World Wide Web.
3. Integrate technology as a mind tool to explore and understand their own identity and other
ways of life, by sharing with others thru videos, blogs, images, Skype and e-mails.

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Get to Know Others | iEARN USA

Conclusion of Activity

Students will draw their project to a conclusion by divulging and exposing to others their
collaborative experiences and participation in the iEARN project. They will invite students
from different grade levels, parents, school staff and local community representatives to talk
about their cognitive and social achievements, their interests in continuing to participate in
the project, and inviting others to join in this global social collaboration. Their main objective
of this activity is to provide an awareness of the importance and benefits for educators and
students to participate and contribute in this global collaborative project. Follow the motto:
Think globally, act locally.

Filed in: Teaching of Foreign Languages, English as a Foreign Language, K-5, 6-8

International Education and Resource Network

475 Riverside Drive, Suite 450, New York, NY 10115
Ph: 212 870 2693

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EPals

Jennifer Henao
Telecollaborative eNotebook
EDTC

Azusa Pacific University

April 4, 2014
Lesson Break down Attached
Time Allotment:
EPals 6 Months (beginning of school year-August 2014-Feb 2015)

Daily Lessons
SPANISH Level 1,2,3 Native Speakers_(EPALS) _
Standard: 5.2, 1.4
Learning Targets/Objectives: Learning about students culture and language in
Spanish speaking countries/or in other Spanish learning classrooms.
Objective: Students letter write with epals via global classrooms from all over the
world
Objective: Students will identify cultural differences and comparisons
Objective: students analyze written responses of epal
Objective: Students will learn and review internet etiquette and discuss
consequences/ and review classroom norms.

Monday

-Login students to epals using usernames given to teacher by epals.

-Complete a navigation lesson, teach students how to connect,
respond and monitor their work with epals.
-Teacher will use direct instruction to explain the purpose and
objectives of the lesson.
-Project Rubric Review

Tuesday

-What are the benefits of global learning; prompted questions and

responses.
-student brainstorm questions for intial epal contact. Students will
create a general list of question through google docs.
-Students will use this as a spring board to create their epal letters

Wednesday

-Geographical and cultural lesson of country pen pals are writing

from.
-Where is it in the world, what are some basic facts we can discuss,
music, food, traditional events and accents
-If each student acquires a pen pal from a different country,
students will complete a mini research assignment about the
country their pen pal is from.
-teacher please provide a graphic organizer with probing research
questions.

Thursday
Day one connections via epals, Student will write and submit a
letter to an epal student,
Steps to make sure you have taken,
-Letter writing (format review)
-Think pair share or a peer edit to make sure letter in
understandable
-Save all work on back up drive, google docs preferred.

Friday

Reflection- students will complete a venn diagram with

camparisons and differences of the language, (including syntax,
expression etc) and also culturally relevant questions.
-Think pair share their venn diagram ideas
-Think aloud as a class/teacher review
-students will complete a 10-15 sentence written reflection in
Spanish discussing what their observations where., students are to
justify responses.
USE CHART BELOW TO STRATEGIZE

POD/
Starter
M
T
W
R
F

Learning
Activities/
Differentiation

Practice/
Differentiation

Assessment/
Checking for
Understanding

Closure

HW

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